Collaborative Action Collaborative Action Research ProjectResearch Project

OUTLINEOUTLINE

Kathryn S. MorrisonKathryn S. Morrison

Improving Improving Spelling Errors Spelling Errors

of of Second Grade Students Second Grade Students When Adding Suffixes When Adding Suffixes

to to Root WordsRoot Words

Chapter I. Chapter I. IntroductionIntroduction

Problem StatementProblem Statement

Purpose of StudyPurpose of Study

Description of CommunityDescription of Community

Description of Work SettingDescription of Work Setting

Writer’s Role in Work SettingWriter’s Role in Work Setting

PROBLEM PROBLEM STATEMENTSTATEMENT

Second grade students are failing to use Second grade students are failing to use proper spelling when adding suffixes to proper spelling when adding suffixes to words.words.

PURPOSE of STUDYPURPOSE of STUDY

determine some causes for this determine some causes for this problemproblem

develop a strategy for improving develop a strategy for improving the situationthe situation

DESCRIPTION of DESCRIPTION of COMMUNITYCOMMUNITY

Public school system in urban Public school system in urban Southeastern USSoutheastern US

District comprised ofDistrict comprised of– 31 Elementary31 Elementary– 5 Middle Schools5 Middle Schools– 5 High Schools5 High Schools

Description of CommunityDescription of Community(continued)(continued)

Enrollment of 25,000 in a Enrollment of 25,000 in a community of 250,000community of 250,000

A large portion of affluent and A large portion of affluent and middle class students attend middle class students attend area private schools area private schools

leaving predominately lower leaving predominately lower socio- economic children in socio- economic children in public systempublic system

DESCRIPTION ofDESCRIPTION ofWORK SETTINGWORK SETTING

““At-Risk” Elementary SchoolAt-Risk” Elementary School

95% students qualify for free 95% students qualify for free lunchlunch

25% qualify for special 25% qualify for special educationeducation

12% retention in same grade12% retention in same grade

Work Setting (continued)Work Setting (continued)

Total student population 380Total student population 380– 99% African American99% African American– 1% Anglo American1% Anglo American

Awarded State School of Awarded State School of ExcellenceExcellence

High degree of reciprocal High degree of reciprocal community involvementcommunity involvement

WRITER’S ROLEWRITER’S ROLE

Writer is School Music SpecialistWriter is School Music Specialist

Teaching responsibilities:Teaching responsibilities:

general music - all students general music - all students grades 1-3grades 1-3

playing of instruments - all playing of instruments - all students grade 4students grade 4

choir - auditioned students grades choir - auditioned students grades 4-64-6

Chapter II. Study of the Chapter II. Study of the ProblemProblem

Chapter II. Study of Chapter II. Study of the Problemthe Problem

Problem DescriptionProblem Description

Problem DocumentationProblem Documentation

Literature ReviewLiterature Review

Causative AnalysisCausative Analysis

PROBLEM PROBLEM DESCRIPTIONDESCRIPTION

Second grade students are failing to Second grade students are failing to use proper spelling when adding use proper spelling when adding suffixes to words suffixes to words

Students do not know rules for Students do not know rules for adding suffixesadding suffixes

Students cannot apply rules when Students cannot apply rules when they are giventhey are given

Students lack motivation to improveStudents lack motivation to improve

PROBLEM PROBLEM DOCUMENTATIONDOCUMENTATION

Second grade teachers report student Second grade teachers report student spelling errors when adding suffixes spelling errors when adding suffixes to words to words 13 of 17 students make 4 or more 13 of 17 students make 4 or more errors on spelling test when adding errors on spelling test when adding suffixessuffixes15 of 17 students make multiple 15 of 17 students make multiple errors on suffixes in journal writingerrors on suffixes in journal writingOnly 1 of 17 students verbalize rules Only 1 of 17 students verbalize rules accuratelyaccurately

LITERATURE REVIEWLITERATURE REVIEW

English spelling has traditionally English spelling has traditionally been difficult for those who been difficult for those who teach it as well as those who teach it as well as those who must learn it (Johnston, 2000 ) must learn it (Johnston, 2000 )

Literature Review Literature Review (continued)(continued)

Students who have been unable Students who have been unable to intuitively grasp rules of to intuitively grasp rules of English structure benefit from English structure benefit from introduction to and more introduction to and more structured work with structured work with generalizations (Abbott, M. generalizations (Abbott, M. 2000) 2000)

Literature Review Literature Review (continued)(continued)

School-age students identify the School-age students identify the meanings of familiar suffixes meanings of familiar suffixes with fairly high levels of with fairly high levels of accuracy but their ability to accuracy but their ability to produce these same suffixes produce these same suffixes falls well short of their receptive falls well short of their receptive abilities (Windsor, J. and abilities (Windsor, J. and Whang, M., 1999). Whang, M., 1999).

CAUSATIVE ANALYSISCAUSATIVE ANALYSIS

Second grade students lack: Second grade students lack:

a tool for memorization of a tool for memorization of general rulesgeneral rules

the ability to apply generalized the ability to apply generalized rulesrules

motivation to improvemotivation to improve

Chapter III. Outcomes and Chapter III. Outcomes and EvaluationsEvaluations

Chapter III. Outcomes Chapter III. Outcomes and Evaluationsand Evaluations

Goals and ExpectationsGoals and Expectations

Expected OutcomesExpected Outcomes

Measurement of OutcomesMeasurement of Outcomes

Analysis of ResultsAnalysis of Results

GOALS and GOALS and EXPECTATIONSEXPECTATIONS

Second grade students will use Second grade students will use proper spelling when adding proper spelling when adding suffixes to wordssuffixes to words

EXPECTED OUTCOMESEXPECTED OUTCOMES

Three specific outcomes will be achieved: Three specific outcomes will be achieved: 10 of 17 students will make less than 4 errors on post 10 of 17 students will make less than 4 errors on post intervention spelling testintervention spelling test

Number of Students with 4 or less Errors

17

10

4

0 10 20

Pre Intervention

Post Intervention

Number of Participants

EXPECTED OUTCOMESEXPECTED OUTCOMES

Three specific outcomes will be achieved: Three specific outcomes will be achieved: 10 of 17 students will make 1 or less errors per 10 of 17 students will make 1 or less errors per paragraph on journal entriesparagraph on journal entries

Number of Students with 1 or less Errors

17

10

2

0 10 20

Pre Intervention

Post Intervention

Number of Participants

EXPECTED OUTCOMESEXPECTED OUTCOMES

Three specific outcomes will be achieved: Three specific outcomes will be achieved: 15 of 17 students will accurately verbalize generalized 15 of 17 students will accurately verbalize generalized spelling rules for the addition of suffixesspelling rules for the addition of suffixes

Number of Students able to Verbalize Rules

17

15

1

0 10 20

Pre Intervention

Post Intervention

Number of Participants

MEASUREMENT of MEASUREMENT of OUTCOMESOUTCOMES

Four types of quantitative evaluations Four types of quantitative evaluations Pre and post implementation spelling Pre and post implementation spelling tests scorestests scoresPre and post implementation journal Pre and post implementation journal assignments scoresassignments scoresOral recitation of generalized rules Oral recitation of generalized rules scoresscoresComparison of study group to control Comparison of study group to control group both pre and post group both pre and post implementationimplementation

ANALYSIS of RESULTSANALYSIS of RESULTS

Analysis will be shown in bar Analysis will be shown in bar graph formgraph form

A t-test at the .05 level of A t-test at the .05 level of significance will be employed significance will be employed

Chapter IV. Solution Chapter IV. Solution StrategyStrategy

Chapter IV. Solution Chapter IV. Solution StrategyStrategy

Statement of ProblemStatement of Problem

DiscussionDiscussion

Description of Selected SolutionsDescription of Selected Solutions

STATEMENT of STATEMENT of PROBLEM PROBLEM

One of the major spelling One of the major spelling difficulties experienced by difficulties experienced by second grade students is in second grade students is in attempting to add suffixes to attempting to add suffixes to root words, particularly when the root words, particularly when the root spelling changes with the root spelling changes with the addition of the suffix. addition of the suffix.

DISCUSSIONDISCUSSION

Several factors to consider Several factors to consider through which the writer can through which the writer can effect change: effect change: Flexibility based on student Flexibility based on student development is key (Abbott, development is key (Abbott, 2000)2000)Music shares brain processes Music shares brain processes with language (Hodges, 2000)with language (Hodges, 2000)

Discussion (Continued)Discussion (Continued)

Musical activities build neural Musical activities build neural bridges used for spatial bridges used for spatial reasoning (Rayl, 1995) reasoning (Rayl, 1995)

Music aids recall (Murphey, Music aids recall (Murphey, 2001)2001)

DESCRIPTION of DESCRIPTION of SELECTED SELECTED SOLUTIONSSOLUTIONS

Steps in intervention: Steps in intervention: Music Specialist will teach rules Music Specialist will teach rules set to musicset to musicClassroom teacher will play Classroom teacher will play recording of rules set to musicrecording of rules set to musicRemedial students will be given Remedial students will be given a copy of the recording to use at a copy of the recording to use at homehome

CONCLUSIONCONCLUSION

The use of music to teach general The use of music to teach general rules in spelling: rules in spelling:

adds flexibility to traditional adds flexibility to traditional approachesapproaches

aids memorizationaids memorization

stimulates language skillsstimulates language skills

strengthens spatial reasoningstrengthens spatial reasoning

motivates improvementmotivates improvement

MUSIC MOVES MUSIC MOVES US!US!